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Private InHome and Online Math Tutoring in El Segundo, CA
Receive personally tailored Math lessons from exceptional tutors in a oneonone setting. We help you connect with inhome and online tutoring that offers flexible scheduling and your choice of locations.
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Recent Tutoring Session Reviews
"The student had math homework on absolute value which was pretty simple for her. We then followed with a writing outline provided by her teacher. We ended the session by working on our own writing outline which included a thesis statement and supporting details."
"Today we reviewed for the student's test tomorrow. During our review we focused on finding the slope of a graph using point slope formula and discussed easy ways of finding mx + b form. We also looked at graphs and analyzed their meanings. We agreed he should take time to show every step of his work. He showed a positive attitude and was very attentive during our entire session. It was great getting to know him and I know that in the future we will many more successful sessions."
"Today the student worked to complete her math homework and then we reviewed prealgebra concepts. She has made the most improvement in her ability to manipulate negative numbers."
"The student and I began the session by drawing models in order to complete addition and subtraction problems with regrouping and borrowing through the hundreds place value. This time we intermixed the problems so that he could decipher whether or not he was going to add or subtract in his models. Once we reviewed the concepts, he was able to do them with very little guidance.
We then moved on to working with multiplication arrays. He was able to draw the array and come up with the correct answer for multiple problems. I then introduced the idea of division and explained to him that it was the inverse operation of multiplication. We worked on drawing the entire number and then grouping the pieces in order to generate the answer by looking at how many were evenly placed into each group.
Finally, we worked on counting money. This week we introduced the quarter into the mix. I had the student repeatedly count quarters up to a dollar in order to build his fluency from 25, 50, 75, 100 or 1 dollar. We then mixed in dimes, nickels, and pennies, and he was able to use his counting strategy to tell me how much money he had when I gave him a certain amount of coins."
We then moved on to working with multiplication arrays. He was able to draw the array and come up with the correct answer for multiple problems. I then introduced the idea of division and explained to him that it was the inverse operation of multiplication. We worked on drawing the entire number and then grouping the pieces in order to generate the answer by looking at how many were evenly placed into each group.
Finally, we worked on counting money. This week we introduced the quarter into the mix. I had the student repeatedly count quarters up to a dollar in order to build his fluency from 25, 50, 75, 100 or 1 dollar. We then mixed in dimes, nickels, and pennies, and he was able to use his counting strategy to tell me how much money he had when I gave him a certain amount of coins."
"The student said she had been learning how to compare fractions at school this week. We created a sketch by working together to represent successive divisions of a bar into halves, fourths, eighths, and sixteenths to show 1/2 = 2/4 = 4/8 = 8/16. Then the student suggested comparing 2/4 and 6/8. She had understood from schoolwork that "the smaller the denominator, the larger the piece" and had meant to give 2/4 > 2/8 as her example of this. So she was somewhat confused when our sketches for 2/4 and 6/8 showed 6/8 as greater. I left her to continue to think about this, in the end, since it is a step or two beyond what she has seen at school.
She asked about completing the online questions we had started in the last session. She got through these pretty easily with the exception of calculating an average, which she said she had not done before. I explained both the calculation and the intuition of "make all the numbers the same," which seemed to settle okay with her. We played another education online game for a few minutes, then tried out a couple of fractions games from the list from another online source that was on a Fractions Matching Game and Concentration. These were both worthwhile for practice matching fraction names to a diagram of some sort. Others in the list will probably be good also, so we will look at these and at some more for the next session."
She asked about completing the online questions we had started in the last session. She got through these pretty easily with the exception of calculating an average, which she said she had not done before. I explained both the calculation and the intuition of "make all the numbers the same," which seemed to settle okay with her. We played another education online game for a few minutes, then tried out a couple of fractions games from the list from another online source that was on a Fractions Matching Game and Concentration. These were both worthwhile for practice matching fraction names to a diagram of some sort. Others in the list will probably be good also, so we will look at these and at some more for the next session."
"According to the student, she was struggling the most with integral calculus. We went over some multiple choice problems that her teacher gave her. At first, we went over some problems about integration. There weren't many of them, so we just went through her practice exam questions one by one. One thing we also focused on was the limit definition of the derivative because it's an important concept, and many trick problems involve this concept. I told her to learn how to recognize the important aspect of these types of problems. Since she didn't remember some important formulas, I recommended that she go over all of them and ingrain them in her head before the exam."
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